Positive means of developing children’s sense of right

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Most people’s consciousness has been raised about the evil of child abuse, and some people’s to the point of denouncing the practice of spanking children. But many others believe that spanking is not necessarily abusive and can be a positive means of developing children’s sense of right and wrong and guiding them to responsibility and self-discipline. What is your view on this issue? (Can you please answer at least a whole page? Please be extensive in your answer)

Describe a situation where you were aggressive with another individual

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Describe a situation where you were aggressive with another individual.  Remember that aggression is defined as any behavior carried out with the intention of harming another and that aggression takes on many forms (e.g., physical, verbal, and non-verbal).  Select a theory of aggression that best explains why you are aggressed in the situation.  Theories:  Aggression as an innate tendency; Aggression as an elicited drive: a modified version of frustration-aggression hypothesis; Aggression as a reaction to aversive events: cognitive neoassociationist view; aggression as a learned social behavior; direct provocation, the role of mitigating circumstances and attributions; excitation transfer: heightened arousal and aggression.

Part of Dave’s genotype

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Depression is a part of Dave’s genotype. Experiencing a recent trauma was enough to trigger his depression and have it manifested as a phenotype (i.e., an official clinical depression diagnosis). This gene-by-environment interaction is an example of…

** Please give me the correct answer with an explanation. Also, provide me with the conclusion as well. This is sent time I am posting this question. Please provide me with the answer, explanation, and conclusion as well.

Estimation of opportunities and abilities

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Write the reflection paragraph discussing how issues of sexism, racism, and classism influence one’s estimation of opportunities and abilities. Cite sources too, please. Try to tie in Gottfredson (1981) as well.

** please give me the correct answer with an explanation.  Also, don’t forget to provide a conclusion as it is mandatory.

Play in early childhood development is important because it helps physically and cognitively

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Need help responding to this with this discussion starting with I agree. Responses must be one hundred fifty words 

discussion board 1

Play in early childhood development is important because it helps physically and cognitively. Gross and motor skills in early childhood development get better and better because of play. Play helps get kids to exercise and reduces the chance of becoming obsessed. Children who pretend play “helps them solidify new cognitive schemes they were developing.” (Paris, Ricardo, & Raymond 185) “Play, then, reflects changes in their conceptions or thoughts. However, children also learn as they play and experiment. (Paris, Ricardo, & Rymond 185).

Citation

Paris, Jennifer, Ricardo, Antoinette, & Rymond, Antoinette. Child Growth and Development. Version 1.2., College of the Canyons, 2019.

 

discussion board 2

Play is such a fundamental part of the early childhood experience. Through play children learn to make sense of the world. According to Piaget, children are very much involved in pretending during this preoperational stage of development.  He believed that children’s play helped them to synthesize new schemata that helped them to develop cognitively and that this play, based on pretend and experimentation, applied new ways of thinking about old ideas (Child Growth & Development, p. 185).  Play helps children understand the world that they live in.  Children need to experiment, manipulate, problem-solve, and interact with the world around them so they can make decisions for themselves that are essential to understanding how the world works.  Play provides these opportunities for children to actively engage with their environment and in doing so, come to understand how the world works as well as their place in it.

Both Piaget and Vygotsky both believed that children need to be active participants in their learning. Not only is play important for cognitive growth, but it is a very important aspect of physical and social growth as well. Piaget believed that children go through stages of growth and development that presented opportunities and experiences. The child would then apply prior knowledge to these new experiences and develop a new schema in such a way that cognitive equilibrium would be achieved, and new knowledge acquired (Child Growth & Development, p. 187). Vygotsky took a more social approach to learning. He believed that children learn from adults and older peers and felt that a child would not reach his full potential without these interactions (Child Growth & Development, p. 188). He believed that children should be taught tasks that are just slightly more challenging than they can accomplish independently with the help of a skilled teacher. His idea of the Zone of Proximal Development is seen today in teaching methods using scaffolding or supports that help the child to stretch his thinking and acquire new learning (Child Growth & Development, p188). According to Vygotsky, play allows children to model the actions of adults so they can begin to understand the world better and their role within that world (El’Konin, p. 13).

 

 

What is functional communication training?

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What is functional communication training? Why is it important? What purpose does FCT serve? How can it be utilized when working with individuals diagnosed with autism? Find at least one additional resource (peer-reviewed journal article) that supports the effectiveness of FCT and post the reference in your initial post.

The different types of memory and the steps in the memory process

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In this module, we learned about the different types of memory and the steps in the memory process. Pick two different concepts from the list below and find an article online that reflects each concept.  You are looking for articles that show real-world examples of the concepts, (types of memory) not scholarly articles about the concepts.  You should not be discussing psychology studies or using psychology sites such as psychology today. Examples of articles to look for

  • Impact of cell phones on memory–articles not studies
  • Why do we get memory wrong?
  • How can lifestyles affect memory?
  • How does social media impact memory
  • Find articles that would be an example of procedural memory without googling procedural memory
  • Research some events that would be considered a flashbulb memory without googling flashbulb memory

Pick 2 concepts from this list:  flashbulb memory, episodic memory, retrieval, recognition, long term memory, semantic memory, implicit/procedural memory

*For example, if you decide to pick flashbulb memory and semantic memory then you would need to find an article that reflects the use of flashbulb memory and an article that reflects the use of semantic memory.  Two concepts & two articles.

After reading through each of the articles address the following for each:

  1. Provide a summary of the article. Be sure your summary has enough detail to ensure full credit.
  2. Identify the type of memory that the article reflects
  3. Explain why the article reflects that type of memory.  Make sure to highlight specifics from the article that support your analysis. Make sure to accurately incorporate and underline at least 4 different terms for each article (this does not include the memory you are discussing)
  4. Pick one of the other concepts listed above and explain how that concept is different from the one that your article reflects.
  5. Accurately cite your article sources. Use a citation generator for help with citation using APA  format.  NO Citation means no credit

The types of sexual stimulation

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Choose here please. and give ur reason Understanding of terms in Sexuality: 1Sex: biological characteristics that define humans as female or male 2. Gender: A complex interrelationship between an individual’s biological gender, gender identity, and gender expression. 3. Biological sex: Refers to the biological anatomy that is assigned at birth and determines whether an individual is male (has a penis), female (has a vagina), or intersex. 4.Cisgender: an individual who’s sexual orientation, gender 5.orientation/expression matches their biological sex assigned at birth. Gender Identity: The sense of “being” a specific gender such as man, woman, genderqueer, agender, etc. 6. Gender Expression: The many ways in which an individual manifests femininity, masculinity, speech, sexual preferences, clothing, etc. 7. Gender Fluid: A person who is able to manifest and adapt to various genders. 8. Gender Binary: The belief that there are only two genders: male and female 9. Gender Non-Conforming (GNC): A person whose presentation of their gender aces not matcn the expectations associated wit mat genaer 10. Gender Normative/ Gender Straight: An individual whose biological sex matches their gender identity and expression. Also known as cisgender. 11. Gender Role:

Expectations, rules, behaviors, and roles given to males and females by society, such as masculine traits for males and feminine traits for females. 12. Gender Queer: An individual whose identity is outside what is generally accepted as part of the gender binary. They tend to view the dominant bellers about sex. aender. and desire determined by societv as problematic. 13. Gender Variant: A person who does not conform to the gender expectations o societv by either choice or nature e.a. transgender. transsexual. intersex. aender-aueer. cross-dresser. etc.. 14. Transgender: An individual who presents self and lives as a gender that does not corresponas wit the sex they were assianed at birtn 15. Transman: A label used by female-to-male transgender or transsexual individuals who indicate tat thev are male wnie sull asserting their birt Sex. 16. Transwoman: A label used by male-to-female transgender or transsexual individuals who indicate that they are female while still asserting their birth sex Proberv or ano Tor ine exclusive use or SLO. ReDroauction. stormoun a retrieval svstem. aistriburina. unloading or nosting onine. or transmimma n anv Torm or nv ant means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited 17. Sexual Orientation:

How one feels drawn to other people in sexual or romantic ways; A person’s romantic, sexual, emotional or spiritual attraction to others based on gender (This does NOT define their sexual preference). 18. Asexual: The low level/ lack of sexual attraction to others and/or the lack of interest/desire for sex and sexual partners. 19. Bisexual: An individual who is sexually, emotionally and/or physically attracted to bot men and women. 20. Demisexual: An individual who does not feel sexual attraction until they nave Tormea a strono emotional connection wit a partner usualy witin a romantic relationship). 21. Gay: The term used to describe the emotional, physical, and/ or sexual attraction between members of the same gender. Usually used to describe identified men who are attracted to other identified men 22. Heterosexual: An individual who is attracted emotionally, physically, and/or sexually to members of the opposite sex. 23. Homosexual: A person who is emotionally, physically, and/or sexually attracted to members of the same sex or gender. 24. Lesbian: A term used to describe identified women who are attracted emotionally, physically, and sexually to other identified women. 25. Metrosexual: A heterosexual man who spends more time, energy and money on his appearance than what is considered gender normative 26. MSM/SW: Stands for men “who have sex with men” and “women who have sex with women” in a way of differentiating sexual behaviors from sexual identities 27. Mx: Alternative prefix for individuals who do not identify with either Mr. or 28. Pansexual:

An individual who is attracted physically, emotionally and sexually to all gender identities and expressions. 29. Sexual Preference: The types of sexual stimulation, gratification, and intercourse mat an individual likes to receive and participate in. 30. Sensuality: the attractiveness, love, relationships, and enjoyment of the world trouan the rive senses 31. SOGIE: is an acronym that is mostly used to understand human sexuality. S-exual, Orientation, G-ender, I-dentity, Expression 32. Fluid(ity): Term used to describe an identity that shifts or changes over time (man and woman, bi and straight, etc.). 33. Heteronormativity: The bellet by people and/or institutions that everyone is heterosexual and that heterosexualitv is sunerior to all other sexualties. 34. Heterosexism: The behavior that gives preferential treatment to hererosexuannowviouzis. 35. Homophobia: The fear, intolerance, resentment, discomfort, or hatred towards members of the LGBTQ community. 36. Intersex: An individual who is born with a combination of male and female gonads, hormones, internal sex organs, and genitals. 37. LGBTQ/GSM/DSG: stands for Lesbian, Gay, Bi, Transgender, and Queer Gender Sexual Minorities Diverse Genders and sexualities.

Effective learning plans based on systematic instruction

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Effective learning plans based on systematic instruction can be used to do which of the following? Assess the particular type of intellectual disability the individual has. O O Assist the instructor in determining which types of tasks an individual would be best suited for. O Structure a learning experience that will be more successful for an individual. O Determine the IQ of an individual

Discuss how existential theory conceptualizes anxiety

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Discuss how existential theory conceptualizes anxiety and the roles of freedom and awareness of one’s mortality, as well as how it is addressed in the therapy.